Implementación de procesos de gamificación en la enseñanza de la lengua castellana aplicados a la comunidad Barí de la Institución Educativa Francisco José de Caldas del municipio de Tibú, Norte de Santander
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Fecha
2023
Autores
Escalante Domínguez, Lily Paulina
Meneses Castilla, Paola Andrea
Meneses Castilla, Mary Lucy
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo del presente estudio se enfoca en el desarrollo de un plan estratégico pedagógico,
basado en la gamificación para favorecer la comprensión y la fluidez oral de los estudiantes de
sexto y séptimo grado de la comunidad Barí que pertenecen a la I.E Francisco José de Caldas del
municipio de Tibú. La gamificación, un enfoque que utiliza elementos de juego en contextos no
lúdicos, se presenta como una herramienta de innovación para abordar los desafíos específicos de
incentivar, promover y despertar habilidades de comunicaciones lingüísticas. Deterding et al.,
(2011), destacan la necesidad de diseñar sistemas de gamificación que respeten la autonomía y la
dignidad de los usuarios, evitando prácticas que pueden ser percibidas como manipuladoras,
también ha abogado por una comprensión más profunda de la motivación esencial y cómo los
elementos de juego pueden respaldarla de manera autentica.
El estudio se sitúa en la I.A.P con un enfoque cualitativo que involucra a los estudiantes en el
diseño e implementación de actividades gamificadas. Haciendo uso de diversas técnicas e
instrumentos como la observación, diagnósticos, entrevistas; con el fin de recopilar datos
enriquecedores sobre la percepción de los participantes y los impactos observados. Dichos
instrumentos cualitativos permitieron abordar preguntas de investigación complejas y explorar
fenómenos en profundidad, lo que es valioso para comprender el significado y el contexto detrás
de los datos. Los resultados revelan mejoras notables en la participación y la confianza de los
estudiantes al implementar estrategias gamificadas.
The objective of this study focuses on the development of a strategic pedagogical plan, based on gamification to promote the comprehension and oral fluency of sixth and seventh grade students of the Barí community who belong to the I.E Francisco José de Caldas del municipality of Tibú. Gamification, an approach that uses game elements in non-game contexts, is presented as an innovation tool to address the specific challenges of encouraging, promoting and awakening linguistic communications skills. Deterding et al., (2011), talks about the need to design gamification systems that respect the autonomy and dignity of users, avoiding practices that can be perceived as manipulative, have also advocated for a deeper understanding of the essential motivation and how gameplay elements can authentically support it. The study is located in the I.A.P with a qualitative approach that involves students in the design and implementation of gamified activities. Using various techniques and instruments such as observation, diagnoses, interviews; in order to collect enriching data on the perception of the participants and the observed impacts. Such qualitative instruments allowed complex research questions to be addressed and phenomena to be explored in depth, which is valuable for understanding the meaning and context behind the data. The results reveal notable improvements in student engagement and confidence when implementing gamified strategies.
The objective of this study focuses on the development of a strategic pedagogical plan, based on gamification to promote the comprehension and oral fluency of sixth and seventh grade students of the Barí community who belong to the I.E Francisco José de Caldas del municipality of Tibú. Gamification, an approach that uses game elements in non-game contexts, is presented as an innovation tool to address the specific challenges of encouraging, promoting and awakening linguistic communications skills. Deterding et al., (2011), talks about the need to design gamification systems that respect the autonomy and dignity of users, avoiding practices that can be perceived as manipulative, have also advocated for a deeper understanding of the essential motivation and how gameplay elements can authentically support it. The study is located in the I.A.P with a qualitative approach that involves students in the design and implementation of gamified activities. Using various techniques and instruments such as observation, diagnoses, interviews; in order to collect enriching data on the perception of the participants and the observed impacts. Such qualitative instruments allowed complex research questions to be addressed and phenomena to be explored in depth, which is valuable for understanding the meaning and context behind the data. The results reveal notable improvements in student engagement and confidence when implementing gamified strategies.
Descripción
Palabras clave
Gamificación, Estrategia, Oralidad, Barí, Didáctica, Gamification, Strategy, Orality, Barí, Didactics